Delaware gazette and state journal. (Wilmington, Del.) 1883-1902, 1887-01-20

mond, Glasgow; Emma vi. String and B.
A. Goves, Christiana Lidie Dayeit; Mag
| gle Armstrong James II. Budd, Middle
town Thomas Jaquette, Newark Al
fred Higgins, Port Penn; M. r. L.
Withers, Wilmington; Mrs. Florence n.
Boss, McOlelandsville Annette Harvey,
Elkton, Nd; Emile Janvier, McDon-
ough; M. II. II. Jacobs, William N
Johns, Newport; s. Lorina Garrett,
Strioklersyille, Pa; Mrs L 3 Pratt,
\ Kirkwood /; Herman Bessy. Odessa; Re
becca Churchman, Stanton Loretta
Macklam, Mermaid; Mrs. s. Ltm-
born, Ashland; Albert s. Taylor, Della
ware City; Sarah Dickinson, Bancroft's; i;
Sallie Lamb, Newark; James Van Ars-
dale, New Castle; Georgia Arnold,
Thomas Romans, McClellandsyille AL
fred O. Palmer, Ohristiana H. B.
Goves, Cooch's Bridge; J. O. Fisher, j..
Fl. Whiteman, Grubb's; Hettie e. Will
son, st. Georges; Lizzie Parker, Stanton;
Annie Lynch, Vinie Lynch, Mt. Pleasant !;
s. j. Roop; and Jnlia NJ Boulden, Mary E.
Shaw, George L. Hildebrand, Sallie
Pickels, Emma Hamilton, Sallie May,
Maud Cootsman, Virginia Vanderslice,
Kate e. Ohamberlin. A. Addie Shippers,
Mary e. Regan and Anna Fl. Regan of
this city.
The fourth session of the Teachers In
stitute was called to order at O'Clock
Friday morning by State Superintendent
Williams. The officers of the association
occupied the platform together with DIR.
j. Fl. Caldwell, president of Delaware
College, and Herman Bessey, Odessa.
DIR. Caldwell offered prayer, after which
the minutes of the previous session were
read and approved. A meeting Of the
committee on resolutions, Mr.. Bessey
chairman, was appointedfor 1880 o clock.
The committee on neurology arranged to
have its meeting at the same recess.
"While waiting for DR.. French who is
to speak upon the subject of arithmetic" !"
| Superintendent Williams said, 81 will
| introduce DR.. Caldwell, president OF Della
ware College," DIR. Caldwell said lie was
| pleased to meet the teachers of Wi ming
ton and New Castle county. He thought
that as he had but few minutes 10 speak
he would devote the time to some II marks
| upon Delaware College. The college had
its origin over SO years ago. II was then
called Newark College, being founded in
1884. The regime commenced ut that
| time governed matters until 1859 when
| for some reason the college was
closed Meantime in 1862 Congress gave
each state 80, 900 acres 70 be applied to
| the purposes of establishing agricultural
| schools. Each state received as many
times 80, 900 acres az it had Congressmen.
| So Delaware received 10000 acres. This
was for an endowment for agricultural
schools. The idea was that agriculture
should be leading object taught in the
school. At that time Delaware had no
building suitable for the purpose nor
had tine State the money leedetl
for building. just at this time the
trustees of. Newark College made the
proposition that this fund, from which
800, 900 of scrip was expected, be invested
in the college, the trustees giving to,the
| State in exchange deed of right 10 half
the property of the college. The conces
| sion was also made to the State of ap-
pointing so students TO the college, who
would receive tuition free. This affords
poor students saving of from $3.50 to
| $40 year Dr. Purnell was
| the first president under the new
organization. One half the original
board exists now.a The old board
| appoints 15 new members, to which are
| added two more, the governor of the
State and the president of the college,
This makes so members III the board of
trustees, the governing body of the col
lege. There are three complete courses
in our curriculum-the classic, as COM
plete as can be found in any school; the
scientific, in which Greek is dropped but
not Latin; the agricultural, lower
course including science appertainipg to
agriculture. In the last course stu dents
are given the option of Latin and Greek.
l am glad, said the speaker, to see that
your State superintendent of public in
struction has asrecommended the adoption of
a primer on agriculture in publio'schools.
DR.. Caldwell suggested the following
as an epitomized idea of what the public
school agricultural primer should be. II
would necessarily be of the simplest form
and would include the following points !:
First, plant growth touching upon the
constitution of the plant second, the
sources of plant life-the air, the soil
with the quantity of plant food in each;
third, manures-the different kinds their
composition, their thorough distribution.
The proper time for their application and
the return made by the crop produced by
them; fourth, the kinds of crops, cereals,
hay, root crops, fruit trees, and fruit
| growths, with the influence Of climate in
the crops; fifth, rotation of crops sixth,
animal nutrition, showing the constitu-
ton of the animal body, the process of
| nutrition, constituents of food, digestion,
respiration, &C.; seventh, foods, their
composition, qualities, digestibility and
value as nutrients; eighth, the relation of
| food to animal requirements ; ninth, rela-
| ton of food to manure tenth, the dairy.
1 Tr l,.lo
| dent Williams announced thnt Dr. French
was confined to his room on account OF
| illness, and that Prof. Frye of Boston
would occupy his hour. The professor
continued upon the subject of geography.
He went into details, explaining the grade
of reasoning, of illustration, of modelling,
&C., that primary classes are capable Of,
or that it would be judicious to lead them
in. Prof. Frye in speaking upon the
general topic, divided it into three parts,
observation, imagination and reason. A
clear observation becomes the basis for
vivid imagination, vivid imagination the
basis for reason. The first is for the
primary department, the second the gram
mar, and the third, the high-school. Prof
Frye went into exact details, explaining
the graduated reasoning ability of a
primary class in illustration and model
ing, according as it would be judiciOus
TO lead such class. / would place, he
said, the study of winds in the high
school grades, but only because our
! present system Of theorizing upon that
subject places it there, not that ra
tional treatment of the subject ie not pos
sible for primary grade. You did not
know, he added, that / have claims to
poetical distinction. My poem is
| As tho wind blows
| The water flows.
| In those ideas are comprised the text
work for all or most of this work. A
| teacher asked Professor Frye If his system
of teaching had any practical following
Yes, he answered, proof is seen in the
fact that 175, 900 modeling-tins are used
in the east by teachers and pupils for
field or district work.
Prof. Balliett of Rea1ing then followed
upon the subject "Onlture of feelings -
He said, weeping is manifestation of
emotion, crying of physical disturbance.
BE suggested as o proof the fearless cry
ing of children. He touched mainly
upon the psychological phase of his sub
ject. You must not govern, he said, a
school of little children by moral suasion.
/ do not mean, contrariwise, that the rod
is to be used. The professor was listened
to closely throughout the entire length of
o most interesting address.
Superintendent Williams announced
that Sc county teachers had enrolled.
These names he said would be given TO
the commissioners. He announced also
that on Saturday, February l2th, exami-